کسے معلوم انجام ِ محبت
تیرے وعدوں کے خمیدہ رستے پر
میری نڈھال حسرتوں سے اور نہیں چلا جاتا
تم سے جڑی ہر آس بغاوت پراتر آئی ہے
تمھاری یہ محبت جفائوں کا آمیختہ ہے
تمھاری تسلیاں اور پیار کے دلاسے سب میرا آموختہ ہے
ہر صبح میری سرخ آنکھیں امیدِ نوکا سورج دیکھتی ہیں
مگر جب شام سرمئی اندھیرا پہن لیتی ہے
انتظار کے چراغوں کا دھواں آنکھوں کی پتلیاں پھیلا دیتا ہے
یہ انتظار کب مجھے نیند کی وادی میں دھکیل دیتا ہے، معلوم نہیں
خوابوں کی تتلیاں بو جھل پلکوں پر آبیٹھتی ہیں
رات بھر تیرے خوابوں کی ایک مجلس بپارہتی ہے
سَحرہونے سے ذرا پہلے ایک ماتمی جلوس برآمد ہوتا ہے
حسرتیں نوحہ کناں ہوتی ہیں
آہیں اورنالے زنجیر زنی کرتے ہیں
محبت اپنے ’’ہونے ‘‘ اور ’’نہ ہونے‘‘ کی مرثیہ خوانی میں مصروف ہے
دل ایک کونے میں پڑا کانپتا ہوا محوِ دعا ہے
منتظر ہے کسی سورج کی حدت بھری کرنوں کا
جو اس کے بدن میں استراحت بھر دیں
Abstract: Evaluation is the backbone of our education system. It is one of the important factors of the three pillars of our education system. The three pillars are: educational objectives, teaching learning process and evaluation or assessment. Assessment, scores or grades are one of the factors of the main concern for the students of any academic programme. The present study is aimed to investigate the correlation between the internal and external assessment of Master of Education (M. Ed) examination of the students of Institute of Education & Research (I.E.R), University of Peshawar. In total all 200 students of university of Peshawar who appeared in the M. Ed. Annual examinations were taken as a sample being convenient to the researcher. The data was obtained from the Examination section of the University of Peshawar. The data so obtained was then analyzed through SPSS and it was concluded that both the Internal and External assessments were correlated. The implications were discussed. Key Words: Correlation, Assessment, Case study, M. Ed, University of Peshawar.
The value of teachers' professional development tends to be taken for granted. Most teachers in Pakistan can comment on professional development at the level of rhetoric but it is debatable whether they fully engage in active professional development. There has been little systematic study done to find out how practicing teachers learn from the practice of teaching. The study, therefore, set out to explore ways in which practicing teachers develop their professional knowledge base of teaching. The teachers in this study perceive professional development as an ongoing process. The study revealed that teachers' motivation to develop a knowledge base of teaching is engendered by three main reasons. These are: the teachers' desire to keep abreast with ever-increasing knowledge, showing responsibility to students by seeking ideas that can enable teachers to provide answers to students' questions and teachers' wish to emulate role models. The study indicated that teachers' professional development takes place in the following ways: lesson observation, collaboration with peers, in-service training, reading literature, engaging in reflective practice, analyzing students' work, influence from the media and learning from family and community members. The study indicated that school administration can guide and support teachers' professional learning in positive ways. The study also revealed some factors that hinder practicing teachers from learning. These are: personal ego, lack of time, family commitments and restrictions, marital status, salary and unavailability of reading materials. The findings of the study draw implications for the school, teachers and educational institutions. For example, implications for teachers who have hit the plateau' and involving teachers in professional development activities. Last, the study's findings offer recommendations to teacher training institutions and researchers to further underline and research the importance of learning from the practice of teaching.